Content Standards: Washington State Grade Level Expectations for Grade 6 Writing-2.3. Writes in a variety of forms/genres. Reading- 3.2. Read to perform a task. Educational Technology-1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
ISTE NETS-S
Creativity and innovation
Communication and collaboration
Research and information fluency
Critical thinking, problem-solving, & decision-making
Digital citizenship
Technology operations and concepts
Instructional objective(s):
Students will identify ways they can improve their local area. Students will create and carry out a plan to improve the area.
ACTION
Before-class preparation:
If we will carry out our plans, we will need to seek funding from PTA, school board, or local businesses.
During class
Time 1-2 Weeks
Instructional Activities
Materials & Resources
Ask students to list as many adjectives as possible that describe the school grounds or other project area using kidspiration graphic software. Students will think about- physical characteristics of the area, feelings the area evokes, or anything the student wishes was different about the area.
Survey the area. Students will look for any problems such as litter, dead grass, and lack of trees and other plants, soil erosion, or broken play equipment, drinking fountains, or benches.
As we survey the area take digital pictures of problems we observe.
After the initial survey use mapping software to create a large map of the current site. The map will include a key with symbols to identify problem areas.
Teams of students will brainstorm ideas on how they might improve the area. Each team will propose its ideas to the class. The class will then vote on which idea they would like to try.
Students will determine if they want to persuade the PTA, school board, or another decision-making body to approve their project.
Divide the class into teams, each responsible for preparing one of the following pieces of an action plan for achieving their goal:
ü Background information (What is the area identified for the project? Who uses it? What is the need for this project?) ü The Problem (What surveys were done of the area? What problem was identified from the surveys? Where is the problem located?) ü Recommendations (What actions could be taken to solve the problem? Which action do students recommend and why? What are possible future projects?) ü Details of the Project (Who will be involved? How much will it cost? Who will do the work? How will the project benefit the community?) ü Maps of the Project (What does the project area look like now? How would it look after the project is complete?) ü Expected Results (What results do students hope to achieve? How will students know whether the project was successful?) · When students have finished their plans they will evaluate them based on set criteria. · Students will use word processing or PowerPoint to make a final version of their plan. · Students will present their plan to the decision-making individuals that may provide funding. · Upon approval of the plan, students will carry out the project.
· Kidspiration software
Digital cameras
Mapping Software
PowerPoint
Word Processing Software
MONITOR
Ongoing assessment(s): · Students action plans · Students proposals and presentations to carry out plans Accommodations and extensions: · Group pairs of students as high/low pairs so that students can help each other · Each student will be assigned a job in their separate groups · Students contact state and local forestry for information on school improvement projects using trees and shrubs.
EVALUATE AND EXTEND
Lesson reflections and notes: · Class discussion at the end of the project to see what went well and what they think could be different for next year’s class · Reflect in my plan book, making changes for next year
Lesson adapted from "Project Learning Tree" curriculum
Social Networking ~ Online Collaboration Lesson Plan
Lesson Title: Stewards of our Peninsula “SOOP”
Grade: 2-6 Talented & Gifted
Unit: Stewardship
GOALS
Content Standards: Washington State Grade Level Expectations for Grade 6 Writing-2.3. Writes in a variety of forms/genres. Reading- 3.2. Read to perform a task. Educational Technology-1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
ISTE NETS-S
Creativity and innovation
Communication and collaboration
Research and information fluency
Critical thinking, problem-solving, & decision-making
Digital citizenship
Technology operations and concepts
Instructional objective(s):
Students will identify ways they can improve their local area.
Students will create and carry out a plan to improve the area.
ACTION
Before-class preparation:
Find websites and other resources to help get students started researching their topics.
During class
Time
Instructional Activities
Materials & Resources
2-4 Weeks
· Present to students the idea of choosing a project to research based on our theme “Steward of our Peninsula”. · Students can choose a topic related to stewardship or the Long Beach Peninsula. · Our purpose is to be informed about issues related to our peninsula and the history or our peninsula, so we can be stewards. · I will give students templates that meet the structure of a QUEST project. · I will model each phase of the QUEST project and give students time to work on their research in class. · Each day students will be required to post their learning to our class blog. They will share their new learning as well as questions they have for the research process. This blog serves as an assessment tool for me, as well as a way for the students to support one another. · Students will begin to compile their research into a final product. Options include but are not limited to: PowerPoint, Brochure, Skit, Digital Story, Podcast, Website, etc. · Students will present their ideas to the class. · Final products will be put on our class wiki.
· Internet Capabilities
Wikispaces account
QUEST templates
· Word Processing & Publishing Software · Photostory for digital stories · Audacity for podcast · PowerPoint Software
MONITOR
Ongoing assessment(s): · Blog posting · QUEST templates Accommodations and extensions: · Group pairs of students as high/low pairs so that students can help each other if they are interested in the same topic · All students will have access to these materials during class time so students who do not have internet access at home will have access during class time.
EVALUATE AND EXTEND
Lesson reflections and notes: · Class discussion at the end of the project to see what went well and what they think could be different for next year’s class · Reflect in my plan book, making changes for next year Top of Form Bottom of Form Digital Story Telling~ Lesson Plan
Lesson Title: Local History
Grade: 2-6 Talented & Gifted
Unit: Stewardship
GOALS
Content Standards: Washington State Grade Level Expectations for Grade 6
Writing- 2.2. Writes for different purposes. 2.3. Writes in a variety of forms/genres.
Educational Technology- 1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
History- 4.4 Uses history to understand the present and plan for the future.
5.4 Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
ISTE NETS-S
Creativity and innovation Communication and collaboration
Research and information fluency
Critical thinking, problem-solving, & decision-making Digital citizenship
Technology operations and concepts
Instructional objective(s):
Students will learn about their community in order to be a steward of our peninsula.
Students will learn about their community by visiting important landmarks and places.
Students will record observations, new learning, and take digital pictures of video at each site in order to create a digital story of important places and landmarks in our area.
ACTION
Before-class preparation:
Choose places that students will visit throughout the community.
Set up a guest speaker at each site that has expertise in that place.
Prepare permission slips for each trip
During class
Time
Instructional Activities
Materials & Resources
2-4 Months
· Present to students the different places we will visit throughout the year in order to become “Stewards of our Peninsula”. · Students can share ideas of where they think we should visit in the community-We will create a graphic organizer of our thoughts using Inspiration software. · Our purpose is to be informed about the history of our peninsula, so we can be stewards. · I will give students their permission slips for the trips we will take this year. · I will model how I expect students to record their observations and new learning in their “Field Study Journals”. · We will set up and organize our journals using composition books. I will give students a template to guide their questioning at each site using question stems for descriptive questions, comparative questions, and correlative questions. · Students will travel to different locations throughout several months to learn about different places in our community. · Students will compile their learning along the way in the journals. · Student’s final project to show their learning of the history of our community of landmarks and important places will be a digital story of their learning. · Digital stories will be available to view on our class website. We will also have a day at the school where other students can come to our classroom and see our stories. Parents will be invited to this day as well. We will hold a time at night where all parents can attend to hear all student’s digital stories.
· Internet Capabilities
Inspiration Software
Permission Slips
· Word Processing & Publishing Software · Photostory for digital stories · Audacity for podcast · Composition books · Digital Cameras
MONITOR
Ongoing assessment(s): · Journals · Exit Slips after each trip · Blogging about our trips · Digital stories Accommodations and extensions: · Group pairs of students as high/low pairs so that students can help each other if they are interested in the same topic · All students will have access to these materials during class time so students who do not have internet access at home will have access during class time.
EVALUATE AND EXTEND
Lesson reflections and notes: · Class discussion at the end of the project to see what went well and what they think could be different for next year’s class · Reflect in my plan book, making changes for next year Top of Form *I actually did this unit this year. My students have gone on field study trips to Fort Columbia, Lewis and Clark Interpretive Center, Beard’s Hollow, Willapa National Wildlife Refuge, Point Defiance Zoo, Canoeing at a local lake, and a trip to an island in the Willapa Bay.
Funding was available as we received grants and local places let us visit for no fee. I was trained to drive a district van, so I transported my small groups to these places.
Tiffany's Lesson Plans
Problem Based Learning Lesson Plan
Washington State Grade Level Expectations for Grade 6
Writing-2.3. Writes in a variety of forms/genres.
Reading- 3.2. Read to perform a task.
Educational Technology-1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
Creativity and innovation
Communication and collaboration
Research and information fluency
Digital citizenship
Technology operations and concepts
Students will identify ways they can improve their local area.
Students will create and carry out a plan to improve the area.
Time
1-2 Weeks
Instructional Activities
Materials & Resources
- Survey the area. Students will look for any problems such as litter, dead grass, and lack of trees and other plants, soil erosion, or broken play equipment, drinking fountains, or benches.
- As we survey the area take digital pictures of problems we observe.
- After the initial survey use mapping software to create a large map of the current site. The map will include a key with symbols to identify problem areas.
- Teams of students will brainstorm ideas on how they might improve the area. Each team will propose its ideas to the class. The class will then vote on which idea they would like to try.
- Students will determine if they want to persuade the PTA, school board, or another decision-making body to approve their project.
- Divide the class into teams, each responsible for preparing one of the following pieces of an action plan for achieving their goal:
ü Background information (What is the area identified for the project? Who uses it? What is the need for this project?)ü The Problem (What surveys were done of the area? What problem was identified from the surveys? Where is the problem located?)
ü Recommendations (What actions could be taken to solve the problem? Which action do students recommend and why? What are possible future projects?)
ü Details of the Project (Who will be involved? How much will it cost? Who will do the work? How will the project benefit the community?)
ü Maps of the Project (What does the project area look like now? How would it look after the project is complete?)
ü Expected Results (What results do students hope to achieve? How will students know whether the project was successful?)
· When students have finished their plans they will evaluate them based on set criteria.
· Students will use word processing or PowerPoint to make a final version of their plan.
· Students will present their plan to the decision-making individuals that may provide funding.
· Upon approval of the plan, students will carry out the project.
Ongoing assessment(s):
· Students action plans
· Students proposals and presentations to carry out plans
Accommodations and extensions:
· Group pairs of students as high/low pairs so that students can help each other
· Each student will be assigned a job in their separate groups
· Students contact state and local forestry for information on school improvement projects using trees and shrubs.
· Class discussion at the end of the project to see what went well and what they think could be different for next year’s class
· Reflect in my plan book, making changes for next year
Lesson adapted from "Project Learning Tree" curriculum
Social Networking ~ Online Collaboration Lesson Plan
Washington State Grade Level Expectations for Grade 6
Writing-2.3. Writes in a variety of forms/genres.
Reading- 3.2. Read to perform a task.
Educational Technology-1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
Creativity and innovation
Communication and collaboration
Research and information fluency
Digital citizenship
Technology operations and concepts
Students will identify ways they can improve their local area.
Students will create and carry out a plan to improve the area.
2-4 Weeks
· Students can choose a topic related to stewardship or the Long Beach Peninsula.
· Our purpose is to be informed about issues related to our peninsula and the history or our peninsula, so we can be stewards.
· I will give students templates that meet the structure of a QUEST project.
· I will model each phase of the QUEST project and give students time to work on their research in class.
· Each day students will be required to post their learning to our class blog. They will share their new learning as well as questions they have for the research process. This blog serves as an assessment tool for me, as well as a way for the students to support one another.
· Students will begin to compile their research into a final product. Options include but are not limited to: PowerPoint, Brochure, Skit, Digital Story, Podcast, Website, etc.
· Students will present their ideas to the class.
· Final products will be put on our class wiki.
- Wikispaces account
- QUEST templates
· Word Processing & Publishing Software· Photostory for digital stories
· Audacity for podcast
· PowerPoint Software
Ongoing assessment(s):
· Blog posting
· QUEST templates
Accommodations and extensions:
· Group pairs of students as high/low pairs so that students can help each other if they are interested in the same topic
· All students will have access to these materials during class time so students who do not have internet access at home will have access during class time.
· Class discussion at the end of the project to see what went well and what they think could be different for next year’s class
· Reflect in my plan book, making changes for next year
Top of Form
Bottom of Form
Digital Story Telling~ Lesson Plan
Washington State Grade Level Expectations for Grade 6
2.2. Writes for different purposes.
2.3. Writes in a variety of forms/genres.
1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
History-
4.4 Uses history to understand the present and plan for the future.
5.4 Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
Creativity and innovation
Communication and collaboration
Research and information fluency
Digital citizenship
Technology operations and concepts
Instructional objective(s):
Students will learn about their community in order to be a steward of our peninsula.
Students will learn about their community by visiting important landmarks and places.
Students will record observations, new learning, and take digital pictures of video at each site in order to create a digital story of important places and landmarks in our area.
2-4 Months
· Students can share ideas of where they think we should visit in the community-We will create a graphic organizer of our thoughts using Inspiration software.
· Our purpose is to be informed about the history of our peninsula, so we can be stewards.
· I will give students their permission slips for the trips we will take this year.
· I will model how I expect students to record their observations and new learning in their “Field Study Journals”.
· We will set up and organize our journals using composition books. I will give students a template to guide their questioning at each site using question stems for descriptive questions, comparative questions, and correlative questions.
· Students will travel to different locations throughout several months to learn about different places in our community.
· Students will compile their learning along the way in the journals.
· Student’s final project to show their learning of the history of our community of landmarks and important places will be a digital story of their learning.
· Digital stories will be available to view on our class website. We will also have a day at the school where other students can come to our classroom and see our stories. Parents will be invited to this day as well. We will hold a time at night where all parents can attend to hear all student’s digital stories.
- Inspiration Software
- Permission Slips
· Word Processing & Publishing Software· Photostory for digital stories
· Audacity for podcast
· Composition books
· Digital Cameras
Ongoing assessment(s):
· Journals
· Exit Slips after each trip
· Blogging about our trips
· Digital stories
Accommodations and extensions:
· Group pairs of students as high/low pairs so that students can help each other if they are interested in the same topic
· All students will have access to these materials during class time so students who do not have internet access at home will have access during class time.
· Class discussion at the end of the project to see what went well and what they think could be different for next year’s class
· Reflect in my plan book, making changes for next year
Top of Form
*I actually did this unit this year. My students have gone on field study trips to Fort Columbia, Lewis and Clark Interpretive Center, Beard’s Hollow, Willapa National Wildlife Refuge, Point Defiance Zoo, Canoeing at a local lake, and a trip to an island in the Willapa Bay.
Funding was available as we received grants and local places let us visit for no fee. I was trained to drive a district van, so I transported my small groups to these places.
none
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